A quantitative data analysis of video-based instruction in an asynchronous online mathematics methods class for teacher certification

Abstract

The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course.

Mathematics teaching program to become a professional teacher in the digital era: Recent developments

“…This research analyzed primary studies so 12 papers had to be removed from the data that had been collected. Then researchers also found research that involved teachers in creating learning videos but focused on student learning outcomes (Hogue, 2022), balancing high-achieving students with students who had problems with mathematics (Taylor et al, 2022) analyzing teachers' responses regarding applicable autonomy (Paradis et al, 2018) the abilities of students enrolled in advanced mathematics and physics classes (Lissitsa & Chachashvili-Bolotin, 2019) learning in Cloudfacilitated classrooms (Hu et al, 2020) the relationship between student achievement and student individualization and thinking relating it to instructional change using teacher data (Horn et al, 2015) mathematics learning videos which function as a source of restructuring teachers' conceptualizations regarding students' language practices (Marshall et al, 2023).…”